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Assessment of School-Based Management Practices: A Manual On The
Assessment of School-Based Management Practices: A Manual On The
Assessment of School-Based
Management Practices
2009
BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
Table of Contents Pages
Foreword iv -v
DepED Memorandum vi
I. Introduction 1
We are now accelerating the implementation of School-Based Management (SBM), a key component of
Basic Education Sector Reform Agenda or BESRA. With SBM, the school as key provider of education, will be
equipped to empower its key officials to make informed and localized decisions based on their unique needs
toward improving our educational system.
This Manual on Assessment of School-Based Management Practices has been produced as a tool to help
educators manage and run our schools efficiently and effectively. It highlights the strategic importance of
educating our children and other stakeholders in participating in educational activities. This emphasis will
make the task of our school heads and teachers easier, as the community will be one with them in their efforts
to improve the school.
The content of this Manual has been developed and prepared with the participation of education specialists
who have practical and diverse experiences in their field. The concepts have been pilot-tested in several
projects such as the Third Elementary Education Project (TEEP), the Secondary Education Development and
Improvement Project (SEDIP), Basic Education Assistance for Mindanao (BEAM) and Strengthening the
Implementation of Basic Education in the Visayas (STRIVE). The projects have created tremendous positive
In implementing SBM, the Department is doing all it can to create an environment where all the people
involved commit to make change happen under a decentralized setup. This change is ultimately geared
towards the school children’s enjoyment of their right to quality education and other equally important rights
such as the right to be safe and healthy, to be protected from harm and abuse, to play and to have leisure, to
express their views freely, and to participate in decision-making according to their evolving capacities.
For this new setup to succeed, our principals and teachers need to develop their people skills and managerial
capabilities. They have to be empowered to be catalysts for change in our schools.
Let me encourage you to understand well the Manual and own its concepts and principles. Be empowered to
strengthen partnerships, engage education stakeholders and produce graduates who are fully equipped for
the 21st century.
JESLI A. LAPUS
Secretary
Department of Education
DepED MEMORANDUM
No. 386, s. 2009
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division/City Superintendents
Head, Public Elementary and Secondary Schools
In addition to the four (4) Primers on School-Based Management cited in DepED Order No. 37, s. 2009, the Technical Working Group (TWG)
on School-Based Management (SBM) developed the following three (3) Manuals in support of its institutionalization:
Manual on Assessment of SBM Practice. Presents the SBM Framework, the six (6) Dimensions of the SBM Assessment
Instrument and the next-steps after the conduct of assessment. It enables the school to determine its level of SBM practice and
the technical assistance it needs from support offices;
Manual on School Governing Council. Provides schools with the basic information on the organization and operationalization of
School Governing Councils; and
Manual on School Improvement Planning. Discusses in detail the “why”, the “what”, the “who”, the “when”, and the “how” of school
improvement planning. It is intended to help schools craft and implement, monitor and evaluate the same (SIPs) and (AIPs).
These Manuals are being printed and will be distributed to schools, DepED Offices and stakeholders when these are ready.
Schools are urged to utilize these materials for their guidance in their practice of SBM.
A decision as to where and into what aspect of school management and processes a school and its
stakeholders may start to build upon, as prescribed in the SBM Scale of Practice, makes assessment
imperative. Assessment is also important to determine the directions of improvements to attain the
mature level of SBM practice. For this reason, the Assessment Tool for SBM Practices was developed.
The tool is based on the “Framework and Standards for Effective School-Based Management
Practice Towards Improved Learning Outcomes” carried out by the Department of Education.
Specifically, the tool is evidence-based and provides a baseline for those who are just starting a culture of
SBM or for those schools progressing toward the next level of SBM practice. Awareness of the current
status of the school serves as a sound basis for the establishment of a plan of action to address certain
gaps or challenges.
The basic concepts on the assessment tool as well as its administration are contained in this
Manual. This Manual serves as a guide to the key players in the school in assessing their SBM
It should be noted that this instrument is NOT an evaluation of the performance of the school
head but an assessment of SBM practices.
Specifics of the scale of practice by dimension are shown in the next pages.
• SH is trained on SBM and Local • SH as a resource on SBM (e.g., acts as • SH promotes/shares SBM experiences
School Board (LSB) mentor/coach). and leading practices to other schools.
responsibilities.
• SH creates critical mass of SBM
champions.
• SH performs fund management • SH is relieved of accounting / • SH acts as fund manager and devotes
duties (e.g. accounting / bookkeeping functions and devotes more attention to instructional
bookkeeping functions. more attention to instructional leadership and supervision.
leadership and supervision.
• Parents assume responsibilities as • Parents co‐manage and co‐monitor • Parents are also held accountable for
partners in the learning process. learning process. the performance, achievement and
well‐being of their children.
• Students, teachers, and parents • Students, teachers, and parents • Students, teachers, and parents
are adequately oriented on SBM. support SBM. champion SBM.
• Students, teachers, and parents • Organized stakeholders introduce • Organized stakeholders pro‐actively
understand their respective roles and co‐implement programs engage themselves in school
and responsibilities on SBM; and supporting school‐wide governance and continuous school‐
are organized for participation in improvement process. wide improvement process.
SBM processes.
3. External • External stakeholders are • Organized external stakeholders • Organized stakeholders engage
Stakeholders’ organized and made aware of exercise their rights and themselves in school governance and
Participation their rights and responsibilities as responsibilities as education school‐wide improvement process.
(alumni, parents of education stakeholders. stakeholders.
alumni, local
leaders, retired
• Local government stakeholders • Local government stakeholders are • Local government stakeholders are
teachers, youth
are oriented into a functional LSB enabled (thru capacity fully enabled to institutionalize
leaders/
(e.g., school building and development interventions on expanded LSB functions thru multi‐year
Sangguniang
facilities, extension classes, and resource planning and supplemental lump‐sum budget
Kabataan)
sports development). management) for an expanded LSB allocation for SBM (e.g., PS, MOEE, CO).
functions (e.g., support
educational subsidies, Instructional
Materials and Textbooks (IMTEX),
teachers, school personnel,
students’ welfare and
development).
• Community leaders / People’s • Community leaders / POs / NGOs • Community leaders / POs / NGOs are
Organizations (Pos) / Non‐ are enabled (through capacity fully enabled to provide
Government Organizations development interventions institutionalized support community‐
(NGOs) are oriented, organized, resource and programming wide programs to continuously
and mobilized to support SBM planning and management) for improve learning outcomes (including
(e.g. school community expanded and school‐wide support ALS) and to promote children’s welfare.
partnerships at least within the (e.g. Every Child A Reader
classroom or selected Program, institutionalized
interventions like Adopt‐a‐ remedial class support, health and
School program). nutrition).
4. School • School conducts assessment of • School conducts periodic • School institutionalized assessment
Improvement SBM practice using assessment assessment of SBM practice of SBM practice using assessment
Process tool . using assessment tool. tool.
• SGC is organized. • SGC supports continuous school • SGC demands and champions
improvement process. continuous school improvement
process.
• SGC members are oriented and • SGC members are performing • SGC members are held accountable
trained on SBM and school their respective duties and for school performance.
governance. They are made responsibilities.
aware of their duties and
responsibilities.
• SIP/AIP needs and priorities are • School does participatory and • SIP/AIP formulation and
systematically identified knowledge‐based SIP/AIP implementation involve full and
(through situation analysis within development and sustained engagement of
the context of existing conditions, implementation that are stakeholders.
circumstances and available responsive to community needs
resources ). and performance feedback.
• Best practices are identified, • Best practices are replicated. • Best practices are institutionalized.
documented and shared among
peers.
• School manages and • School manages and controls funds/ • School fully manages and controls
controls funds/ resources resources with Division Office funds/ resources.
with Division Office technical guidance.
assistance (review and ap‐
• ASB is executed in • ASB is executed with efficiency and • ASB is executed with best practices
accordance with guidelines. cost effectiveness. and innovations resulting in
improved school performance.
• ASB results in attainment of • ASB results surpassed targets and • ASB results in sustained excellent
targets and desired desired outcomes. performance.
outcomes.
• School is properly informed • School MOOE allocation is • School budget is sustained and
of MOOE allocation / MOOE augmented with LSB and community institutionalized by LGU and
is published and drilled down contributions to meet desired community partners through
to schools in cash. educational outcomes. supplemental budget and community
equity.
• School undertakes school‐ • School undertakes school‐based • School undertakes own school‐
based procurement with procurement with based procurement including IMTEX,
Division Office assistance. Division Office guidance. furniture, and equipment, School
Building Program (SBP) subject to
DepED‐wide guidelines.
• DepED representative to the • DepED representatives to the LSB • DepED representatives to the LSB
LSB is knowledgeable of SIP ensure that SEF budget priorities monitor and influence SEF for
priorities. support SIP/AIP and reflect increased sustained support to SIP/AIP.
number of educational resources
(e.g. classrooms, textbooks, teacher
items, equipment, teachers/school
personnel welfare).
• MOOE funds made available • All resources and funds made • All resources and funds made
to the school are recorded, available to the school are recorded, available to the school are recorded,
optimally utilized, reported & optimally utilized, reported and optimally utilized, reported and
accounted for. accounted for. accounted for.
• Major stakeholders (SGC, PTCAs, • All stakeholders fully participate • Stakeholders hold themselves
Schools Division Superintendent, in M/ E and reporting activities. accountable for school
Regional Office, LSB) are performance.
informed and participate in M/ E
and reporting.
The tool on pages 39-70 contains indicators regarding the six (6) dimensions of SBM Practices
shown in Table 2. Each indicator has required pieces of evidence of the level of SBM practices. Each
SBM dimension is to be responded to by a different group of school stakeholders who arrive at a
group answer through a consensus.
The Table on page 20 provides the list of SBM dimensions and the intended respondents for each
dimension.
The administration of the “SBM Assessment Instrument” is divided into 3 stages:
Stage1: The Orientation of School Head/s;
Stage 2: Responding to the Instrument by the School Stakeholders; and
Stage 3: Focused Group Discussion.
Instructions are provided in three parts, one for each stage. Topics are presented following the
flow of the administration of the assessment instrument. The processes the school head must undergo in
the conduct of the assessment are found in the succeeding pages.
School head
SBM 1. School Leadership
Assistant to the school head / head teacher/s / Grade chair / Department head
School head
SBM 4. School Improvement Parent association representative
Process Teacher association chair
Head of student council
School head
Person in charge of school funds
(e.g. school budget officer/supply officer)
BM 5. School-Based Resources SGC chair/representative
PTA chair/representative
LGU/Barangay chair/representative
School head
Parent association representative
SBM 6. School Performance Teacher association chair
Accountability Head of student council
SGC chair/representative
LGU/Barangay chair/representative
The orientation focuses on the SBM Assessment, its context, objectives and procedure. The
school head takes the lead role in orienting the stakeholders who shall serve as respondents to
the assessment. Respondents must be thoroughly oriented on the concepts of SBM, the purpose
of the assessment as well as the process that they will undergo in the assessment. It should also
be an opportunity to advocate the objectives of SBM to the school stakeholders to help them
become aware of their roles in the governance of the school.
This phase is the time for the various respondent groups to collect pieces of evidence and
respond to the instrument for each indicator. This process of evidence collection and
inventory may take more than one day. It must be clear to the respondents what evidence are
being asked for. It is highly recommended that the respondents be allowed sufficient time to
perform the inventory. Emphasize the need to collect the concrete proof required for each
indicator.
In this phase, the respondents are on their own in performing an inventory of the required
evidence and accomplishing the instrument. It is quite important for the school head to
allow them to access specific school documents that are reflected in the instrument. In some
instances, the respondents may opt to do some interviews to validate their results.
Policies on Evidence
1. Evidence must be presented to the stakeholders before a check mark is placed on the
appropriate box.
2. Evidence/s must be the one being asked for.
3. No evidence, no check mark even if the school has been doing it.
This is a session on summarizing the results of the inventory with the stakeholders for each
dimension. A Focused Group Discussion (FGD) is suggested to discuss experiences in the process of
the assessment: the search for the pieces of evidence, the identification and verification of the pieces
of evidence and how the instruments were used and responded to. The FGD also aims to reach a
consensus on the different responses made by the respondents on the different dimensions and to
determine the specific help/assistance the school needs to be fully prepared to move to the next level
of SBM Practice.
Sample Script of the Orientation to the Stakeholders for the School Head
Template 2 on SBM Practices Assessment Result found on page 32 is used to help the stakeholders put together
and organize their responses as a result of the FGD.
Dimension 1 28 35 49
School Leadership
Dimension 2 23 28 38
Internal Stakeholders
Dimension 3 27 15 18
External Stakeholders
Dimension 4
School Improvement 31 27 25
Process
Dimension 5
School-Based Resources 17 18 21
Dimension 6
School Performance 23 14 19
Accountability
TOTAL
149 137 170
Dimension 2
Internal Stakeholders 23 28 38
Dimension 3
External Stakeholders 27 15 18
Dimension 4
School Improvement Process 31 27 25
Dimension 5
School Resources 17 18 21
Dimension 6
School Performance 23 14 19
Accountability
To determine at what level the school is in, the instrument will be collected by the school head and arranged in
correct order from dimensions 1 to 6. In the presence of the stakeholders, the school head will count all check
marks by level.
The scoring template will then be used. Put the score of each indicator beside the total number of items in each
dimension. Add all the scores of each dimension in each level. Get the total of the scores from dimensions 1 to
6. Divide it by the total number of items of that level then multiply it by 100. That is the rating of the school for
that level.
When the school gets 100% in Level 1, the school has achieved the “Standard” level. This means that all
necessary steps, inputs and activities have been achieved by the school. Should the number of check marks be
between 61-99 %, then the school is in the “Moving Towards” stage. If the rating of the school is between 1–
60%, the school is in the “Starting” stage.
The school is encouraged to complete Level 1 first before trying to respond to and comply with pieces of
evidence for Levels 2 and 3. THE SCHOOL, HOWEVER, IS NOT PREVENTED FROM ASSESSING ITS
LEVEL OF SBM PRACTICE IN ALL THREE (3) LEVELS AT ONE TIME IF IT PERCEIVES ITSELF TO
BE IN POSSESSION OF PIECES OF EVIDENCE IN THE THREE LEVELS OF SBM PRACTICE.
HOWEVER, NO SCHOOL CAN QUALIFY FOR LEVEL 3 OF SBM PRACTICE IF, IN THE FIRST
PLACE, IT HAS NOT OBTAINED A RATING OF 100% IN LEVELS 1 AND 2 .
Once the school has completed and satisfied Level 1, “Standard” level, the school can now proceed to Levels 2
and 3 assessment. If the school gets a rating of 100% in Level 1, it is in the “Standard” level of SBM practice.
If it obtains a rating of 100% in Level 2, it is considered to be in the “Progressive” stage. A rating of 61 to 99%
places the school in the “Advancing” stage while a rating of 1 to 60% puts the school in the “Gearing Up”
stage.
The Template on SBM Practices Assessment Result (Template 2) shows the activities, the assistance needed
and the courses of action to be undertaken by the schools after the SBM Assessment. The school then
provides a consolidated listing of these courses of action/activities to the division for the technical assistance
needed.
School Heads must make sure that the activities identified and the SBM Practices Assessment Result
Template are reflected in the SIP then translated into concrete actions in the Annual Improvement Plan
(AIP). For SBM areas that can not be addressed within a year, this will also be plotted in the three-year
Work and Financial Plan of the SIP.
Having a clear grasp of the technical requirements necessary to implement the SIP/AIP provisions, the
School Head should exhaust all means to avail of the technical assistance from the Division Office.
SBM Dimension Indicator Actions to be Taken Time Frame By Whom Resources Needed
(Human and/or
material)
• The Division SBM Coordinator takes the lead in the consolidation of the summary of answers
from all schools in the division.
• The Division identifies the trend as to which dimension/s needs strategic plan of action.
• It looks into the list of activities submitted by each school that requires technical
assistance from the division.
• It develops a Work Plan (Template 3) to address the identified dimension that needs immediate
action. To be included in the Work Plan are the following:
• Dimensions that need to be Addressed
• Objectives and Outputs
• Strategic Courses of Action/s
• Persons/Units Responsible for Desired Outputs
SAMPLE TREND: 80 % of the schools in the division scored lowest in SBM Dimension 4: Write the Indicator(s)
• The Division incorporates the Work Plan shown in Template 3 into the DEDP and furnish the Region a copy
of this.
• The Division prioritizes the school(s) for project implementation with corresponding budget allocation and
provide technical assistance in areas needed.
Template 3: Division Work Plan for the Provision of Technical Assistance to Schools
Dimension Objective Output Strategic Response Time Frame Unit/Person Resources Needed
Responsible (Human and/or
Material)
• School • Develop and • Guidelines and • Obtain standards from • SDS Office
Improvement disseminate procedures in RO/CO
Process guidelines on establishing SGC • SGC Task Force
establishing • Conduct consultation (e.g. District
SGC with various stakeholders Supervisors)
group
The Central Office will study proposed recommendations from the Regions and formulate the
necessary policies to support the courses of action implemented in the field for sustainability.
Plantilla (DBM)
Is aware of his/her basic roles and Assumes responsibility on school performance Is being accountable to school stakeholders
responsibilities in school and is accountable for it
improvement
STANDARD PROGRESSIVE MATURE
Documents showing
attendance in induction
Accomplishments based on the school
Annual Improvement Plan (AIP)
Records on the dissemination / reporting of
AIP review results
and/or orientation on basic
leadership and management
roles of the school head
Report on the Evaluation of Teacher
Performance
Publication of the accomplishment of the
Annual Improvement Plan review
SBM 1.2 The school head: Practices and pursues shared instructional Expands shared leadership practices that
Has attended SBM-related trainings leadership and management functions positively influence learning outcomes
Has attended:
Basic SBM Training Staff development program based on Records of mentoring and consultations with
National Competency-Based Teacher
co-administrators
Standards (NCBTS) and the results of
SIP/AIP Training Teacher’s Strengths and Needs
Assessment (TSNA) incorporated in the
Report on the results of Innovative supervisory
Individual Plan for Professional programs applied
Annual School Budget (ASB) Development (IPPD) /SIP/AIP
Training
Records on the institutionalized professional
Records of coaching and mentoring by
Fiscal Management training
school head to teachers e.g. Individual
development for staff and other stakeholders
Plan for Professional Development
(IPPD) of each personnel, mentoring and
ICT related training coaching journal
Records on conflict management (from
attending to minor school conflicts to its full
resolution)
Documents showing roles and Records of training and orientation on Records of training/learning opportunities for
responsibilities of each SBM provided by School Head to: school improvement provided by the school
organized internal/external
Internal stakeholders
head to:
stakeholder group
Student Organization
List of officers of Internal
External stakeholders
Stakeholders: Records of regular meetings on SBM
Parent Organization
Student organization
with:
Teacher Organization
Student Organization
LGU
Parent organization
Parent Organization
Local Organizations
Teacher organization
List of officials of External
Teacher Organization
Certificates of recognition/appreciation of SH
as resource person on SBM to various fora
Stakeholder group:
LGU
LGU
Local Organizations Records/ Documents of the
institutionalization of best practices on SBM
Local organizations
SBM 1.4 The school head: Manages SBM mechanisms/ systems and engages Institutionalizes SBM system through shared
Initiates the installation of the stakeholders’ participation in the required leadership
required SBM mechanisms/systems mechanisms/systems
Organized teams and list of Records on the implementation of the Records of innovations done to improve
membership per team: following: the:
INSET Mechanism Budget and Resource Management
Budget Resource Management system
(BRM) system
M&E Mechanism
School Staffing system
Minutes of meetings reflecting
Record on agreements with stakeholders on
participation of school stakeholders in implementation of long-term school
evaluation or review activities of the projects/programs
school
Updated list of completed projects and
programs led, implemented and reviewed by
School Head with stakeholders
List of completed SIP/AIP-related
projects and programs led by the school
Progress reports of projects led and
head and co-implemented with implemented by stakeholders
stakeholders
Minutes of regular consultation meetings with
the School Governing Council (SGC)
Minutes of meetings regarding planning Copies of resolutions passed by the Local
of projects initiated by stakeholders
School Board (LSB) that directly support the
SIP/AIP
SBM 2.1 Pupils/Students; Teachers; • Exercise their rights and fulfill their Are active co-leaders of the school and assume
Parents: are aware of their rights and responsibilities as primary stakeholders shared accountability for their performance
responsibilities as primary • Support SBM Are champions of SBM
stakeholders
STANDARD PROGRESSIVE MATURE
Level 2: Level 3:
Level 1:
Report on the conduct of Records showing participation in the Records of participation in the adjustments /
orientation regarding their development and implementation of modification of the SIP/AIP by:
rights, roles and responsibilities the SIP/AIP:
as stakeholders:
Pupils/Students
Pupils/Students
Pupils/Students
Teachers
Teachers
Parents
Teachers
Parents
Parents
Records of activities implemented, monitored and
Minutes of the meetings showing reported to all stakeholders by:
Copies of the following: feedback and suggestions for school
improvement:
Pupils/Students Organization
Pupils/Students Handbook
Teachers Association
Pupils/Students
Parents Association
Teachers
Magna Carta of
Teachers/DepEd Service Parents
Manual
Provisions on Parents
roles and responsibilities
found in DepEd Service
Manual/Education Act of
1982
Pupils/Students Organization
Pupils/Students between students and teachers
Teachers
between parents and teachers
Teachers Association
Parents Association
Parents
Records showing feedback about
teacher performance from: Records of outstanding performance/
Constitution and by-laws: achievement/award of excellence, model of good
behavior of:
Pupils/Students
Pupils/Students Parents
Pupils/Students
Teachers
Teachers
Parents
Progress report on school activities
co-implemented with:
Parents
Minutes of the meetings on Pupils/Students Organization Results of school-initiated survey showing level of
school improvement:
satisfaction on school performance by:
Teachers Association
Parents Association
Pupils’/Students’
Pupils/Students
Organization
Teachers
Records of assemblies / committee
Parents
Teachers’ Association
meetings on school improvement
projects undertaken by:
Regular issues of school publications led by:
Parents’ Association
Pupils/Students Organization
Pupils/Students Organization
Parents Association
SBM 2.2 Teachers are trained on Pursue continuing professional Hold themselves accountable for student performance
curriculum, content and pedagogy. development and positively influence learning and school outcomes
SBM 2.3 Teachers apply knowledge, Transfer/share learnings to peers Hold themselves accountable for student performance
process skills and instructional as co-leaders and co-managers in school
innovations acquired from
participation in trainings.
STANDARD PROGRESSIVE MATURE
learned
Publication / journals / papers/ research work of good
practices on mentoring and teaching focused on
Certificates received as resource
Documents on utilization of
person/demo teacher/trainer
results
Instructional materials,
Records of innovations introduced in the class
reference books, workbooks,
lesson exemplars, etc.
Documents of best practices
showcasing mentoring/coaching Record of increased achievement test results and
other performance tests (e.g. school, division,
Records of teacher observation regional, national levels)
results showing improvement in
teaching/learning process
Record on the level of satisfaction by
peers
Record of class performance:
SBM 2.4 Parents assume Co-manage and co-monitor learning Are held accountable for the performance of their
responsibilities as partners in the process children
learning process.
Records/journals of parents’
visit/participation in
Records of interventions/projects co-
Records of activities initiated by parents and reported
managed by parents to stakeholders
interventions e.g. reading
program, feeding program and
others
Committee membership in monitoring
Self-assessment of parents on the assistance
school performance provided to their children
Records of parent-volunteers as
teacher aides, para teachers,
tutors, remedial teachers, etc.
Records on donations that enhance
pupil/student achievements
Evaluation report on the positive impact of parent-led
programs / projects to learning outcomes
Existence of organizations
(name of organization and list
Records of participation in setting of
learning targets
MOA/MOU for long term support for school
improvement
of officers)
Records of commitment to support
Alumni/Youth Group
school programs
Evaluation report on the impact of external
stakeholder-led programs / projects to learning
Retirees/Elders Records of participation in improving
outcomes
performance indicators
Professionals / Barangay
Health Workers/ Traditional
Records of participation in school
facilities development plan and
Records of stakeholder groups’ multiyear
implementation of a long term plan/programs
Birth Assistants
Religious Groups / Church
policies on student behavior
leaders or ministers
Minutes of consultative assemblies or other
Non-government Organizations participatory decision making activities led by external
/ Cooperatives/ Church stakeholders
Organizations
Alumni//Youth Group
Retirees/Elders
Non-government Organizations
/ Cooperatives/ Church
Organizations
SBM 3.3 External stakeholders: Are organized to participate in the Organize themselves to create a community
Are mobilized to support SBM and implementation of the SIP/AIP environment to support SBM in particular and Basic
the implementation of the SIP Education in general
SBM 4.1 School conducts Conducts Periodic assessment of SBM Institutionalizes assessment of SBM practices using
assessment of SBM practices using practices using assessment tool assessment tool
assessment tool.
SBM 4.2 School Governing Council Supports continuous school improvement Demands and champions continuous school
Is organized. process improvement process
List of projects and activities identified Minutes of Meetings on the involvement of SGC on
List of officers with roles and
responsibilities
by SGC for support
school governance matters (policy making)
SIP/AIP preparation
Records of the membership of the SGC in various
SIP committees
Implementation
Evaluation
SBM 4.3 The school has: SIP/AIP regularly tracked, reported and SIP/AIP implementation geared towards achieving
Knowledge-based and participatory updated/revised for continuous school exemplary performance, institutionalized benchmarking
SIP/AIP formulation improvement and continuous improvement process
Documents/Records showing
School Planning Team (SPT)
M&E reports
Advocacy plan of stakeholders geared towards
achieving exemplary performance
leading the development of the
SIP/AIP Existing SIP/AIP revised/updated by
the SPT in consultation with
stakeholders
Documents showing school performance analyzed,
disseminated and recommendations acted upon
The SIP has the following basic
contents:
Records of school performance
School and community
continuously improving
SIP/AIP includes research-based programs/projects
profile
for continuous improvement of school performance
Priority Improvement
Areas for the current year
Objectives
Programs, projects or
activities
Resource requirement
Time Frame
SBM 4.4 Stakeholders are informed, Stakeholders’ increased involvement in SIP/AIP formulation and implementation sustained with
consulted and engaged in SIP/AIP the implementation and monitoring of the engagement of stakeholders
formulation and implementation. SIP/AIP
Records of involvement of Stakeholders (PTA and others, etc.) work plan aligned
stakeholders representatives in
Records of stakeholders involvement
in the SIP/AIP implementation review
to SIP
the SIP/AIP formulation
SBM 4.5 Performance-based Performance-based Incentives and Institutionalized Incentives and Rewards System
Incentives and Rewards System for Rewards System support school
pupils/students and teachers installed improvement process
in school and supported by the SGC
PROGRESSIVE MATURE
STANDARD
Level 2: Level 3:
Level 1:
Revised guidelines on
incentives and rewards system
incentives and reward system to
school improvement process
implemented
SBM 4.6 The school emphasizes School meets Division/Region/National School surpasses Division/Region/National
improvement of school outcomes performance standards on learning performance standards
outcomes
SIP/AIP implementation
attained the goals and
Report on school performance
indicators meeting standards of the:
Report on school performance indicators surpassing
the standards set by the:
objectives relevant to school
performance indicators
Division
Division
Region Region
National National
Procurement plan aligned with
ASB
Grants received by schools as a result of the proposal
for school improvement activities
Records of
representation/advocacy for
LSB support to SIP/AIP made
by DepEd representative
ASB supported interventions/ ASB supported Interventions of ASB supported interventions or programs/projects met
programs/projects attained programs/projects surpassed school national targets:
school targets on: targets:
Enrollment
Enrollment
Enrollment
Retention Rate
Retention Rate
Retention Rate
Completion Rate
Completion Rate
Completion Rate
Achievement Level
Achievement Level
Achievement Level
Monitoring data showing judicious ASB is executed with best practices and innovations
execution of ASB
Documentation of best practices on fund management
Records of satisfaction of internal and external
stakeholders on fund management
Records on utilization of
downloaded school MOOE with
Plantilla item for at least one fiscal
staff
Direct release of Personnel Services (PS) and MOOE
to school covered by DEPED/DBM orders or circular
assistance from Division Office
Records on utilization of downloaded
Documents granting School Head full signing authority
Division Memo granting School
school MOOE with guidance from
Head minimal signing authority Division Office
on financial transactions Plantilla item for complete fiscal staff
(accountant/bookkeeper and cashier/disbursing
• published
SBM 6.1 The school: Exercises transparency and Has a fully functional M&E system participated in by
Has mechanisms for transparency accountability for school performance stakeholders
and accountability
Fully operationalizes a performance and
Has installed and operationalized
results-based M & E system
Monitoring and Evaluation System
STANDARD PROGRESSIVE MATURE
Level 2: Level 3:
Level 1:
Tracking of teacher performance
conduct and utilization of the improved M&E system
and its tools
Tracking of teacher
performance
SGC operations
Documents of M&E findings used as basis for
adjustments of the SIP/AIP
SGC operations
Fund management
Institutionalized use of the student performance
Fund management
tracking system
SBM 6.2 The school informs and Publishes validated school performance
involves major stakeholder in the Allows stakeholders to fully participate in
monitoring and evaluation. monitoring and evaluation and reporting
activities
STANDARD PROGRESSIVE MATURE
Level 2: Level 3:
Level 1:
Records of reports and Records of school led meetings/ Records of validation of school performance reports
information provided to the: assemblies with the school (including validation proceedings)
stakeholders regarding reporting of
Superintendent school monitoring and evaluation
M&E validation instrument
results which includes:
LSB
Client Satisfaction Surveys
Division officials
LSB
PTA
SGC
Documents of targets on school
performance indicators
Records of periodic assessment of
students achievement (tests)
Records of analysis of school performance vis-à-vis
DepEd standards
(enrolment, retention rate,
cohort survival rate, completion
rate and student achievement)
are disseminated to internal
Accomplished school BEIS reports
Records of continuous improvement of student
learning outcomes and other performance indicators
and external stakeholders
Compilation of assessment tools used
and results
Records showing readiness for accreditation at the
Classroom level tracking of
student learning outcomes
local and international levels